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The article is an advancement of a preceding text which analyzed particular substantive theories of military coup in mainstream Anglo-Saxon political science literature. It provides a synthesis analysis of the previously analyzed literature specialized in military coup research, and because each substantive theory provides explanations of the occurrence of military coups through different independent variables, these factors are categorized for research purposes. Working with the definition of a military coup, the article's goal is to set ten separate theories together into a formal concept of the military coup and express it by means of a synthesized causal model. This model contains individual premises of existing research and constitutes a conceptual framework for the formulation of "the hammer and anvil theory" of military coup. The "hammer" signifies the capacity and commitment of the army to effect a change of government by the use of force or under the threat of it. The "anvil" represents factors which delegitimize a government and de facto hamper its ability to escape the "hammer" blow. ; The article is an advancement of a preceding text which analyzed particular substantive theories of military coup in mainstream Anglo-Saxon political science literature. It provides a synthesis analysis of the previously analyzed literature specialized in military coup research, and because each substantive theory provides explanations of the occurrence of military coups through different independent variables, these factors are categorized for research purposes. Working with the definition of a military coup, the article's goal is to set ten separate theories together into a formal concept of the military coup and express it by means of a synthesized causal model. This model contains individual premises of existing research and constitutes a conceptual framework for the formulation of "the hammer and anvil theory" of military coup. The "hammer" signifies the capacity and commitment of the army to effect a change of ...

Looking at the security environment and the genesis of military education in Czechoslovakia and the successor states, they point to the harmfulness of the ideologisation of this education, underestimation, insufficient funding and the absence of theoretical teaching and practical training in schools of all levels. The basic mechanism of functioning of the security environment not only in the Czech Republic is a comprehensive connection of military education with the life of society, which is influenced by internal and external vertical and horizontal relationships, where there are a number of friction areas and significant security risks. The main players in security on the threshold of the new decade of the 21st century are facing new challenges and perspectives. © 2022 The Author.